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Sustainability Competences - A systematic literature review
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The green transition requires investments in updated skill sets to master green technologies and reduce the environmental footprint of activities. This report aims to support the implementation of the European Green Deal, the European Industry Strategy and the recently adopted European Skills Agenda for Sustainable Competitiveness, Social, Fairness and Resilience in the area of the EU citizens' skills necessary to guarantee a smooth twin digital and green transition. This study underlines the need to develop a more encompassing system to identify and update the necessary sustainability (instead of green) competences critical to perform sustainability-related jobs and other jobs in a sustainable manner.
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... This model was utilized because related key works on stewardship did not reveal other more appropriate models for analysing socio-ecological stewardship competences. For example, existing works focus on; sustainability competences (Bianchi 2020), competences for agricultural change-agents (Nyamweru et al. 2023), competence framework for improving productivity of smallholder farmers (Tarekegne et al. 2021), biosphere stewardship (Folke et al. 2016), analytical framework for local environmental stewardship (Bennett et al. 2018), principles of ecosystem stewardship (Folke et al. 2009), and social-ecological stewardship (Mathevet 2018). We further selected Roczen's model because its three competence dimensions of 'environmental knowledge', 'connection with nature', and 'ecological behaviour', align well with the PIP dimensions of learning to know, learning to care, and learning to do (Wals 2019;Misanya et al. 2023). ...
... Through the PIP approach vision-building and actionplanning processes, collaboration amongst farmers was fostered and farmers argued that without peer collaboration, positive ecological efforts would likely be hindered. The significance of social competences notwithstanding, collaborative/social actions significantly rest on an individual's inherent motivation and resource capacity to address their needs (Bianchi 2020) At the centre of care and knowledge lies ethics ). According to Welchman (2012), stewardship is not merely a practical matter, it is deeply rooted in ethics whereby human beings are morally obliged to utilize resources in consideration of future generations. ...
... Although implicit, social and ethical competences comprise core sustainability competences (Bianchi 2020); social competences resonate with the collaborative/interpersonal competences and further connect with the significance of collective efforts for effective stewardship (Cockburn et al. 2019) while ethical competences are captured under the normative competence that permeates other competences and emphasizes sustainability values, principles, goals, and targets. The importance of ethical competences also features in the works of Nyamweru et al. (2023) who describe stewardship competency as comprised of moral responsibility and commitment to environmental conservation. ...
... En este contexto, los centros educativos desempeñan un papel fundamental en el abordaje del desafío actual de la sostenibilidad, dada su misión principal de educar y formar al alumnado de manera integral y promover el desarrollo de competencias a través de los procesos de enseñanza y aprendizaje (Naciones Unidas, 2015;Unesco, 2014;2020). En este sentido, se reconocen las siguientes funciones y principios básicos de la educación para el fomento de sociedades más sostenibles (Unesco, 2005): ...
... GreenComp pretende ser un marco de referencia para los estados miembros y los diferentes agentes educativos, proporcionando una base común para impulsar la incorporación de las competencias en sostenibilidad en los sistemas educativos, la revisión de los planes de estudio y los programas educativos, el diseño de programas de formación del profesorado, la autorreflexión, la formulación de políticas, la certificación, la valoración, el seguimiento y la evaluación, en todos los niveles educativos. El marco GreenComp surgió de un análisis integral y una triangulación de marcos de competencias en sostenibilidad existentes (Bianchi, 2020;Wiek et al., 2011) y se sometió a un extenso proceso de validación y consulta con expertos para conceptualizar las competencias de sostenibilidad a desarrollar a lo largo de la vida. ...
Este libro aporta una guía práctica de actividades para promover el desarrollo de competencias en sostenibilidad en las aulas del ciclo superior de educación primaria. Está orientado a docentes, educadores y profesionales de la educación que deseen profundizar e incorporar la sostenibilidad y los Objetivos de Desarrollo Sostenible (ODS) en su práctica docente.
Los capítulos se organizan en torno a los cuatro ámbitos competenciales del marco europeo GreenComp: encarnar valores de sostenibilidad, asumir la complejidad de la sostenibilidad, prever futuros sostenibles y actuar a favor de la sostenibilidad. Cada capítulo presenta el desarrollo y concreción de diferentes actividades, incluyendo los objetivos didácticos, los contenidos y la competencia en sostenibilidad que se trabaja explícitamente, la descripción de la metodología y duración de la actividad, los ODS abordados, materiales y recursos educativos de interés, además de una propuesta para la evaluación de los aprendizajes.
Todas las actividades se han diseñado desde una perspectiva socioconstructivista de los aprendizajes y sobre la base de los enfoques pedagógicos relacionados con la educación para la sostenibilidad, considerando las visiones y concepciones previas del alumnado, el currículum educativo vigente, así como una evaluación formativa y formadora de los aprendizajes, poniendo énfasis en la coevaluación y la autoevaluación para la regulación de los procesos de enseñanza y aprendizaje.
... Both environmental literacy and scientific literacy are viewed as important components of 'sustainability competences' (e.g. Bianchi, 2020;Redman & Wiek, 2021). The latter includes both planning competences, such as systems thinking and futures thinking, as well as disciplinary thinking. ...
Publications with Vision III-ideas of scientific literacy and science education are reviewed. Since its inception in 2007, the same year as Vision I and II were first formulated by Roberts, there have been at least eight mainly independent proposals for Vision III. The ideas encapsulated in Vision III-understood as alternative views to Western mainstream understandings-have been in existence for an even longer period. Different interpretations of Vision III are reviewed. Common interpretations and emphases are (environ-mental) engagement, pluralism, realising complexity, the political, and responsible knowing-inaction. The article explores how the three visions relate to each other and their different curriculum emphases. Six new curriculum emphases are suggested for Vision III: STS-perspectives (science and technology studies), ethico-socio-political perspectives, agency, philosophical values, cultural-existential perspectives, and embodied knowledge. The article culminates with a suggestion of an integrated conceptualisation of Vision III. Scientific literacy from Vision III-perspectives can be char-acterised as: based on broad scientific knowings, fundamental and digital literacy, and an understanding of our complex world from pluralistic perspectives (cross-disciplinary, critical, history-philosophy-sociology, intersectionality, indigenous worldviews, relationalism), being engaged and prepared for 'glocal' action. In essence, Vision III can be seen as synonymous with critical-eco-reflexive Bildung-oriented scientific literacy and science education.
... Without dedicated forums or collaborative platforms, situated at different levels of governance, Domorenok and Trein (2024) suggest that these political challenges may undermine effective governance of ecosocial policies. This challenge is further compounded by the fact that there is no authoritative definition of green skills, nor agreement about what it means for specific occupations (Bianchi, 2020). While everybody agrees that green skills are important, few policymakers and stakeholders know what they are andimportantly-how to teach them (Kwauk & Casey, 2022). ...
How can polycentric governance promote the development of ecosocial policies within existing policy systems? Through a study of green reforms of Danish vocational education, the paper argues that polycentric governance institutions are particularly useful at engaging constituent actors in innovation and constructive collaboration over reforming education programs to integrate ecological goals into vocational education. Combining significant autonomy for governance units and their nesting in a larger governance structure, polycentric governance helps address three key governance challenges: developing agreement among actors with clashing material interests about what green transformation entails; identifying how joint gains can be reached within a common vision of the development of the economy; and setting up an institutional structure that supports continuous adjustment to respond to technological advances and shifting social demands. Polycentric governance is, however, not a panacea. The state thus plays an important role in supporting autonomous governance units to develop ecosocial policies.
... Moore et al. 2002 andGiangrande (2019) defined competence as a functionally connected web of knowledge, attitudes and skills that facilitate effective problem solving and task performance. According to Guia (2020); Annelin and Bostrom (2022), major competences in sustainability provide the individuals with the essential competences to proffer solutions to complicated problems and utilise prospects in favour of sustainability. These authors further affirm that modern competences as opposed to ancient competences are required for professionals, communities, citizen and consumers and society at large to tackle these sustainability issues and develop a new paradigms that can result to global sustainability. ...
ABSTRACT
The aim of this thesis is to examine the sustainability of infrastructure in Nigeria in line with the arrays of abandoned projects and recommend a sustainable solution to enhance their redevelopment. Hence, in contrast to previous studies, a model was developed to improve the decision-making process by the policymakers within the government.
The research investigates the causes of abandoned infrastructure in Nigeria and sustainable solutions for redevelopment through actions of literature review, questionnaire surveys and semi-structured interview. A sequential explanatory mixed method approach integrating the technique for order preference by similarity to an ideal solution (TOPSIS) technique was employed to identify the optimum
ideal solution in addressing this abandonment. In addition, a decision-making model was developed
with the five sustainability attributes (social, economic, environment, political, and technical - SEEPT), four alternatives (refurbishment, conversion, demolition and procurement) and ten criteria (project preparation and coordination, social sustainability, energy efficient, waste generation, preservation of historical value, investment, profitability, structural integrity and foundation, government regulations and policies, and carbon dioxide emission) as a support to enhance the decision-making process.
Underpinned with mathematical calculations and formulas, the validated model presented the flexible identification of the optimum solution (as refurbishment) during the decision-making process. The evaluation of alternatives against criteria and attributes represented a dynamic decision-making system. Moreso, further identification of political and technological sustainability presented a novel sustainability consideration within the study. Lastly, the need for innovative tools presented the
opportunity for the development of the model and the eventual selection of refurbishment through the application of the model by the participants. This research argued that the integration of this
model enhances the identification of possible solutions of addressing abandoned infrastructure in Nigeria. It also maintains that appropriate model configuration can stimulate appropriate decision�making processes.
The TOPSIS Model (TOPMod) developed in this research with embedded mathematical calculations and formulae presents an innovative approach for addressing decision making of abandoned
infrastructure redevelopment. The 5Rs concepts present a qualitative approach to addressing the wastage of abandonment.
Keywords: Abandoned infrastructure, MCDM, Model, Nigeria, Public buildings, Sustainable development, TOPSIS, Redevelopment, Refurbishment, Waste Management.
This chapter analyses changes in EU policies and mainstreaming green transition and green skills in EU policy. The challenges in using the mainstream approach have been analyzed. The description and understanding of green skills use a multidimensional approach to promoting the learning of green skills and comply with previous analyses of environmental and education policy changes. This chapter describes how green policies, sustainable development, green skills, and sustainability competencies entered the mainstream of global and EU policies. Since the end of the 2010s, the importance of green skills in lifelong learning has been emphasized. Key dimensions and understanding of green skills and competencies are analyzed, as described by key EU policy documents. Mainstreaming is explained by the policy process’s cross-sectoral horizontal and vertical dimensions and expands to generic, interpersonal, and intrapersonal skills present in different sectors. Finally, examples from Southern East Europe show the challenges of implementing EU recommendations and instructions that have entered into the central policies of the EU and should be accepted and supported by end users and citizens.
Introducción: Las universidades son responsables de formar profesionales calificados que aporten a la creación de una sociedad más sustentable y justa. El objetivo de esta investigación es analizar la percepción de los estudiantes del área económico-administrativa sobre los aspectos específicos en los que esperarían impactar en sus centros de trabajo implementando las competencias de sostenibilidad. Metodología: Responde a un estudio descriptivo, en el cual estudiantes de octavo semestre de la Facultad de Contaduría y Ciencias Administrativas de la Universidad Michoacana de San Nicolás de Hidalgo, México, declararon su nivel de competencia adquirido en las tres dimensiones de la responsabilidad social. Resultados: La competencia mejor evaluada fue la que corresponde al gobierno corporativo, seguida de la competencia de fomentar el cambio cultural. Discusión: Los participantes consideran primordial el impulso a la equidad de género y la inclusión en toda la organización. Conclusiones: Los estudiantes se identifican preparados para implementar los cambios necesarios que requiere una organización a través de políticas y estrategias de gobierno corporativo, lo cual corresponde al perfil de las carreras empresariales. Fomentar el cambio cultural requiere esfuerzo adicional en las áreas de cuidado del medio ambiente, minimización de recursos y acciones de responsabilidad social dentro de la comunidad.
STEAM education is identified as one of Lithuania's educational priorities and has been taking root in primary education over the last decade in the form of various creative and/or exploratory projects for students. As education experts analyze the aims and outcomes of STEAM education, it is noticeable that the rapid increase in the number of STEAM projects is resulting in a decrease in the number of relevant real-life problems and solutions that incorporate sustainability aspects. To find out how future primary school teachers consider sustainability in STEAM projects, a qualitative research methodological approach (focus group discussion) and qualitative content analysis were applied. The results of the study revealed that primary teachers perceive sustainability in STEAM projects as environmental knowledge, encouraging students to be responsible consumers, and teaching them how to find and make reasonable solutions to problems. The results of this study do not allow for drawing broad and generalized conclusions, but point to the need to review more carefully the information and assignments presented during the placement year from the sustainability perspective, to encourage students to design and implement different STEAM project models and to critically evaluate them in the context of students' sustainability competence development, and to encourage the primary teachers' readiness to develop sustainability competences in STEAM projects remains a relevant area for further research. Keywords: STEAM project, sustainability, future primary school teachers
This research explores the role of the 12 sustainability competences outlined in the European GreenComp and three sustainability pillars within the practice of the science capital teaching approach. This study considers the dimensions constituting an individual’s science capital which shape the approach’s pedagogical foundation. We conducted a document study of the science capital teaching approach, comprising six modules, by analyzing 208 documents for the presence of the GreenComp sustainability competences and three sustainability pillars: environment, society, and economy. The data revealed a distribution pattern describing the teaching approach’s efficacy, indicating eight competence trends differentiated into three extracted levels and four trends related to the pillars. A subsequent thematic analysis of five semi-structured interviews helped to identify decisive categories defining the derived trends. Overall, the results showed a consistent presence of sustainability competences, with some deviations, and the integration of all pillars, despite an irregular distribution unfavorably affecting the economic perspective.
Basierend auf verstehenden Interviews werden in diesem Beitrag die Umweltorientierungen von Schweizer Bauarbeiter*innen in Bezug auf den Klimawandel untersucht. Einerseits artikulieren die Befragten eine eher ablehnende Haltung gegenüber der Klimabewegung und dem staatlichen Klimaschutz, andererseits entwickeln sie eine ausgeprägte ökologische Kritik an ihrer eigenen Branche. Diese basiert auf einem verkörperten Umweltwissen, in dem die Erfahrung der expansiven Nutzbarmachung von Natur und Arbeitskraft zusammenfließen. Angesichts dessen sollte der Begriff des Umweltbewusstseins ausgeweitet werden, sodass damit nicht nur wissenschaftliches, sondern auch verkörpertes Umweltwissen ernst genommen wird.
Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a Delphi study with 14 international experts in sustainability education on the framework of key competencies in sustainability by Wiek et al. (Sustain Sci 6: 203–218, 2011), the most frequently cited framework to date. While experts generally agreed with the framework, they propose two additional competencies, suggest a hierarchy of competencies, and specify learning objectives for students interested in a career as sustainability researcher. The refined framework can inform program development, implementation, and evaluation to enhance employability of graduates and facilitate comparison of sustainability programs worldwide.
Purpose
The purpose of this paper is to posit that a key sustainability tool can help provide a needed guide for the many forms of new curricula for academic, public and professional learning communities. The authors demonstrate that key sustainability competency (KSC) research can highlight and provide an array of learning outcomes that can be back cast to co-design flexible, detailed curriculum, pedagogy, practice and assessment structures. They also briefly outline the connection of KSC to education for sustainability (EfS) to provide the educational basis for designing and facilitating classrooms that contribute directly to the sustainability movement.
Design/methodology/approach
This paper is a review of literature with a specific focus on Glasser's (2018b) promising use of the tree as an analogy and metaphor for KSCs.
Findings
Some, for example, Glasser and Hirsh (2016) claim significant progress in identifying a KSC framework (Wiek et al. , 2011) However, the authors raise concerns about the impasse that the literature has demonstrated because these stand in the way of the co-creation of sustainable societies by adjusting how we learn and interact with the world. The authors argue that we must realize and disrupt the destructive actions that form their usual approach and replace them with sustainable habits (Glasser, 2018a), and this requires the emergence of a new class of sustainability practitioners with the skills, attitudes and dispositions that are consistent with being wise, future-oriented, interdisciplinary and global decision-makers (Biasutti, 2015; Biasutti and Frate, 2016; Corney and Reid, 2007; McNaughton, 2012; Scoullos, 2013).
Research limitations/implications
Using Glasser’s metaphor, the authors assert a process through which the future sustainability practitioner might shift their values and understanding such that their habits and norms shift to create a new, sustainable way of being. The practitioner might demonstrate the competencies of implementing transformative change, modelling sustainable behaviour and wise decision-making. The competency of “empathy, mindfulness and social learning” implies critical reflection on one’s actions in comparison to their social context. Thus, reflection at this stage (tree branches and fruits) could create transformation that shifts one’s values and commitments (tree roots); the cyclical process could potentially begin again.
Practical implications
An adaptive and flexible framework of KSC could provide learning benefits by building the capacity for learners to think critically and tackle complex sustainability problems in novel ways (Brown, 2017; Glasser and Hirsh, 2016; Sterling et al. , 2017; United Nations Educational, Scientific and Cultural Organization (UNESCO) 2017; Vare and Scott, 2007). Innovation and knowledge generation are possible since the KSC could teach “students how to think, rather than what to think, while letting [them] apply this thinking to real-world sustainability problems” (Wiek and Kay, 2015, p. 29). Through the KSC, people could also learn how to transform knowledge into action in their communities (Sterling et al. , 2017, p. 160) and create real-world change. This is important, since unsustainable habits that comprise the “business-as-usual” case must be replaced with life-affirming actions and facilitate a new way of being in the world. After all, “[g]ood ideas with no ideas on how to implement them are wasted ideas” (Scott, 2013, p. 275).
Social implications
The authors have asserted that the implementation of the KSC could have social benefits because its associated pedagogies aim to actively involve learners in transforming society. The sequence sees the individuals’ reflecting upon and evaluating one’s growth vis-à-vis KSC and promotes the development of learning and other habits that betters ones’ competencies (Rieckmann, 2012). Such reflection and empathy are more likely to be inherent to people who contribute to their own learning about the need to be truly compassionate for each other and the planet (Glasser and Hirsh, 2016). In achieving this level of empathy, it is a relatively simple matter then to understand that technology and policy alone are not adequately able to facilitate large-scale and positive change; unsustainability is a problem created by human action and therefore must be counteracted with theories of and solutions to unsustainable behaviours. Integrating a responsive KSC tool into higher education could help build the capacities, capabilities, competencies and eventually mastery and habits of mind and body that give rise to sustainable well-being societies.
Originality/value
The authors summarize and critique the KSC literature with an eye to creating a flexible and adaptive tool for individuals to chart their own path towards being a sustainability practitioner. The conceptual work herein is the first of its kind, and it will assist program who wish to accentuate contextual factors and individual learning objectives into their design.
Climate change is acknowledged to be a major risk to public health. Skills and competencies related to climate change are becoming a part of the curriculum at schools of public health and are now a competency required by schools in Europe and Australia. However, it is unclear whether graduates of public health programs focusing on climate change are in demand in the current job market. The authors analyzed current job postings, 16 years worth of job postings on a public health job board, and survey responses from prospective employers. The current job market appears small but there is evidence from job postings that it may be growing, and 91.7% of survey respondents believe the need for public health professionals with training in climate change may grow in the next 5–10 years. Current employers value skills/competencies such as the knowledge of climate mitigation/adaptation, climate-health justice, direct/indirect and downstream effects of climate on health, health impact assessment, risk assessment, pollution-health consequences and causes, Geographic Information System (GIS) mapping, communication/writing, finance/economics, policy analysis, systems thinking, and interdisciplinary understanding. Ensuring that competencies align with current and future needs is a key aspect of curriculum development. At the same time, we recognize that while we attempt to predict future workforce needs with historical data or surveys, the disruptive reality created by climate change cannot be modeled from prior trends, and we must therefore adopt new paradigms of education for the emerging future.
In recent years, the interest in research concerning Education for Sustainable Development (ESD) has grown considerably. Therefore, a thorough (re)evaluation of this field and its challenges is highly necessary and can help us better understand the diversity of ESD approaches and the ways in which various scholars, countries, institutions, or universities reacted through research and scientific publications to the study of ESD. Using a bibliometric approach, we analyzed 1813 papers on the subject, indexed by the Web of Science, between 1992 and 2018. The main findings increased our understanding of the ESD domain: we identified vital research, landmark studies in the development of the field, critical past contributions, emerging trends, and potentially transformative ideas. The number of publications, authors, and journals has increased, proving that ESD has gained momentum over the period examined in the study. Similarly, there are more and more works written in collaboration by people (scholars, researchers, etc.) from different parts and cultures of the world, indicating that publishing on ESD is like a legacy to international efforts to bring this area of inquiry into the mainstream. Finally, the study illustrates two main research directions for the entire timespan: integration of education into sustainable development and of sustainable development into education.
Purpose
This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master’s Degree in Secondary School Education. The aims of the administered questionnaire were to identify students’ perceptions of the development of sustainability competencies; to analyse the relationship between students’ perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used.
Design/methodology/approach
An ad hoc questionnaire of 18 items was designed to analyse students’ self-conception of the development of four sustainability competencies. A set of six units of competence were identified and three levels of acquisition for each unit Knowledge (referred to conceptual learning), Knowhow (related to practical skills) and Do (linked to the demonstration in action and its transferability to real-life situations). The sample included 183 postgraduate secondary teacher students from different disciplines and subject areas.
Findings
The findings of this study show that students positioned themselves for the four sustainability competencies in a medium level of competence. No statistical significant differences exist between the subject areas and the level of sustainability competence. A statistically significant difference was found between previous teaching experience and participation in sustainability projects in relation to their perceived level of sustainability competencies. Participation in sustainability projects is clearly shown as a differentiating factor in the levels of sustainability competencies.
Originality/value
An empirical study has been conducted to investigate preservice teachers’ perceptions on the self-development of four sustainability competencies, considering three levels of acquisition (Know, Knowhow and Do). This study provides insights into ESD teaching and learning approaches and the assessment of Education for Sustainable Development outcomes. It also points out the importance of conceptualising sustainability competencies and operationalising these competencies in assessment tools that can help measure sustainability competencies’ development.
Environmental education studies emphasize the importance of this type of education since small ages as a basis for developing appropriate attitudes and behaviour towards the long-term environment, increasing accountability and motivation to take action to protect the environment. Geography has an essential role in environmental education, given the interdisciplinary character of this science, which aims at the interaction between man and environment, so that many studies are devoted to how this discipline contributes to forming of this type of education. The present paper focuses on applying a questionnaire among teachers, they being discipline holders of some schools in Dâmboviţa County (Romania), to highlight their perceptions, with the main reference to the concept of environmental education in primary school. Perceptual studies will therefore be useful in understanding the importance that respondents place on these issues, how the concepts of environmental education and sustainable development are focused to students, methods and techniques used predominantly in the undertaken activities.
The UN Transforming our World: The 2030 Agenda for Sustainable Development (herein, Agenda 30) and the Sustainable Development Goals (SDGs) offer both a set of aspirations for the kind of future we would like to see for the world and a suite of targets and indicators to support goal implementation. Goal 4 promotes quality education and Target 4.7 specifically addresses Education for Sustainability. However, creating a monitoring and evaluation framework for Target 4.7 has been challenging. The aim of this research was to develop a meaningful assessment process. We used a dialogical intervention across complementary expertises and piloted concepts in a trainer workshop. We then developed a modified competency framework, drawing on previous competency models but innovating through the addition of intrapersonal competencies, a self-reflective validation scheme, a focus on non-formal learning, and specific alignment with SDG 4.7 requirements. Through exploration of how such learning could be activated, we proposed the use of multiple intelligences. Education plays a synergistic role in achieving the aspirations embedded within Agenda 2030 and the SDGs. We concluded that Education for Sustainable Development (ESD) will require individuals to acquire ‘key competencies’, aligning with notions of transformational learning, in addition to other generic and context specific competencies.
Purpose
Sustainability within tertiary curriculum is hard to measure and often perceived to be illusive in nature. Existing higher education sustainability assessment tools rarely focus on the curriculum. This paper aims to establish and implement a tool that can measure sustainability integration within curriculum. The Faculty of Engineering and IT (FEIT) at University of Technology Sydney (UTS) is used as a case study.
Design/methodology/approach
A set of seven sustainability competencies are identified by means of a systematic literature review as the current knowledge of Education for Sustainable Development (ESD) competencies. ESD competency integration into the curriculum is assessed by implementing a two-tier scanning mechanism. In the first step, subject outlines (SOs) are used to identify sustainable subject learning outcomes (SLOs) and assessment learning outcomes (ALOs). Step 2 involves analysing ALOs and SLOs for constructive alignment with student experience. SPSS, a statistical software, is then used to statistically reflect the results.
Findings
An initial scan of SOs found that stated ESD outcomes made up 22.4 per cent of FEIT undergraduate courses. A more detailed investigation which involved assessing subject material and student experience for the seven ESD outcomes resulted in a 7.7 per cent sustainability integration into the FEIT undergraduate courses. SPSS produced tables showing individual competency distribution over course candidature year. Lifecycle assessment was invisible from the curriculum.
Research limitations/implications
Case study outcomes are limited to UTS, and therefore, specific-study outcomes cannot be generalised. This study attempted to trace sustainability learning outcomes through the curriculum. However, a more detailed study should also assess subject pedagogy and artefacts as these may enable or inhibit sustainability competency.
Originality/value
Study developed several methods to establish and evaluate subject level ESD claims. Academic staff and management are able to replicate methods of this study to map ESD within their courses, schools and/or faculties triggering conversation around ESD’s actual integration within curriculum. Based on ESD distribution, specific intervention recommendations are proposed.
Over the past ten years, the Green Economy (GE) concept has gained momentum in both academia and policy-making arenas, leading to international programs in diverse sectors and driving national agendas all over the world. The concept is however highly controversial, partly due to its theoretical blurriness. The aims of this article are to shed light on the conceptual ambiguities surrounding the GE and to clarify its distinctive components. More concretely, the paper aims at understanding what GE definitions have in common as a conceptual whole (that is, which key features do they share?), and what makes them different to each other. For these purposes, the present study relies on an extensive review of both academic and grey literatures. Such a review yielded 95 GE definitions, as well as 45 definitions of Green Growth (GG), which is often interchangeably used with the former. All the definitions were methodically translated into a coded format thanks to a conceptual framework inductively developed by the research team. They were subsequently analyzed through descriptive and inferential statistics, as well as network analysis. Results provide the basis for a common meta-understanding of the GE concept. Like Sustainable Development (SD), the GE is a multidimensional notion, whose focus is on the potential trade-offs and synergies between economic and environmental dimensions (without ignoring social issues). The results uncover several discourses underlying the GE narrative, such as “econocentric incrementalism”, “unlimited eco-efficiency” and “transformative GE”. The analysis outlines several key cleaving elements discriminating GE definitions, like the focus on either well-being or economic growth, or the consideration or not of environmental limits. Finally, GE definitions are put into a broader perspective according to their potential as theoretical backgrounds for handling the social-ecological challenges posed by the Anthropocene.